Data Reflection

Goal Setting

Having students set their own attainable goals that they are constantly referencing as they progress is essential to holding them accountable for their own successes. At the beginning of each unit students are given a goal tracking sheet where they answer a few questions about what goals they would like to set, how they plan to achieve their goals, and later reflecting on what they may need to change about their goals. As we move through the unit and students track their data I allow them to refer back to their goals and discuss any changes they may need to make. In some instances, goals are not ambitious enough or they may not have set goals based around their actual data and we will make needed adjustments.

Modifying Instruction

Once students have tested on a specific standard I will then look back at how they performed and complete a data chart to show what students need to revisit content. I will include slides that review or throwback slides to remind students of content, design small group review activities, and adjust independent practice to include a rewind section that may need clarification. The data gathered from each standard is shared with students to keep them abreast of their individual growth and to remain focused on their achievement goals. If a student has specific questions about ways in which they can improve on their data, we can look at their performance together to identify any areas that presented greater challenges during the unit.

Modified instruction helps me to ensure my pedagogical decisions are reflective of the learners in my classroom, and if they aren’t I am able to pinpoint where changes need to occur. After content has been modified in the form of small group remediation or blended learning exercises I can then collect additional data to determine strategies going forward.

Data Trackers

Students are given data trackers that they update after each bubble sheet assessment. The assessments have multiple standards, so students will track their mastery in each standard on an individual assessment. I use this method to ensure students understand the different components of the grades they receive rather than seeing one grade and not realizing they may have mastered one standard and could use more practice in another. Data trackers are color coded to make them more comprehensible and are solely the responsibility of the students.

I use these trackers as a quick reference tool when proving feedback to students as well as a gauge of how students may need to be grouped during remediation days. They are an excellent tool of accountability in the classroom and students take pride in engaging with the tracker as they fill it in after each assessment. Assessments are broken down into the standards on each test, so trackers are filled out based on standard performance and not the test as a whole.